Research Question: What are other types of assessments? Author: Marcy Abong
Herman, J., & Linn, R. (2014). New Assessments, New Rigor. Educational Leadership, 71(6), 34–37.
This article examines the student assessments developed by Partnership for Assessment of Readiness for College and Career (PARCC) and the Smarter Balanced Assessment consortium and whether or not they are enabling students to meet Common Core standards. The level of rigor of these tests are also explored, with examples of questions and the depth of knowledge they require from students. The conclusion suggests that tests should focus on the big ideas of what students are expected to accomplish, with appropriate performance tasks.
This article read like an ad for standardized tests. It was more of a positive representation, or at least not a negative one, which is different from many of the other sources I've read. I initially disagreed with it. Then, once I thought it over, I can't say it's all bad. I support what it is being said about increasing higher order thinking skills in students, and increasing rigor. The aspect of that that I do not like is that the purpose of intensifying these tests is to compete with other countries. I believe there needs to be a reevaluation of the objective of these tests. Perhaps the goal should be to enrich students lives.
This article uses research, and first hand accounts of students and teachers to illustrate the excessive amount of testing used in the United States, and how it is having a negative effect. The author cites No Child Left Behind as a major source of testing requirements. She also highlights the amount of time testing and subsequent retesting takes, as much as 40-50 percent in a Florida high school. Common Core is mentioned as a possible glimmer of hope, as it is designed to better align with instruction. Overall, the evidence presented clearly indicates that testing bears too much importance in the United States educational system today.
I agree with this article. I believe that too much time is spent on testing and preparation. The biggest problem I have being with the tests themselves. I am most concerned about the quality of the tests, because I do not believe standardized tests are an accurate representation of a student's knowledge and abilities. The idea that a score can determine someone's worth is completely ludicrous. That is why other types of assessments need to be implemented, ones that can showcase creativity, and individuality; because we are not all the same.
Black, P. (2005, June). Formative assessment: views through different lenses. Curriculum Journal, pp. 133–135.
This editorial by Paul Black examines seven different articles about formative assessment, with a main focus on the UK. It is an exploration into the many different areas formative assessment impacts, from teachers, to classrooms, to the school as a whole. It highlights the need for a teacher's strong knowledge base and cooperation among school officials in order to successfully implement formative assessment. The final message being that there are a myriad of factors that influence a school system's ability to carry out reforms, such as this type of assessment, and there is no one path to improvement.
The main idea I took away from this editorial was that it is not easy to change school systems. I can relate this to my topic of other types of assessments by realizing that even if we as a country were to focus more on authentic assessment, it would not be an easy transition because schools are so different from county to county. What works well for one school may not work for another school. The take home message is that making an assessment system that is optimal for all schools, teachers, and students, is not straightforward. However, alternate assessment does have promising qualities.
Vu, T. T., & Dall’Alba, G. (2013). Authentic Assessment for Student Learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778–791. doi:10.1080/00131857.2013.795110
This article stresses the need for authentic assessment according to Martin Heidegger's concepts of authenticity; an ontological dimension of education. A main focus of the article is to reexamine assessment through a metaphysical lens. Heidegger's concepts of being-in-the-world as well as inauthenticity and authenticity are discussed at length, and are consequently intertwined in the section entitled “Becoming Authentic.” Finally, a new authentic assessment is outlined incorporating Heidegger's concepts, with a focus on becoming more fully human. The point of this article is to highlight the need for exploration and evaluation of authentic assessment, as it can enhance student learning and contribute to overall human development.
I have never read anything quite like this article before. It was less about data and analysis, and more about application of philosophical concepts, which is fascinating. When thinking about standards and testing, my mind immediately went to this type of questioning. I wanted to look at how students were learning, and being evaluated and how valuable it is to their lives. It seems to me that too much emphasis is being placed on standardized testing, without much consideration as to what those tests are actually measuring. That is why I find authentic assessment to be so meaningful, because it places more importance on individual student growth. While it would not be wise to do away with traditional testing altogether, I believe authentic assessment should be incorporated into school systems more and more. It not only gives students a chance to connect with the work they are doing, but also gives a deeper meaning to education.
(2012, November 28). FOR eight years Chatham High School has been holding. Manning River Times. p. 12.
This article about Chathan High School gives an example of authentic assessment in action. Grade 10 students are required to compile a portfolio of three works from that year, and present them to a panel. This gives students a chance to showcase their work, and also to practice presentation and interview skills. It is a way to give meaning to their work. Although it seemed daunting at first, the student response was mainly positive, and they found it helpful. This article exemplifies the benefits of authentic assessment.
I found this article helpful in building my argument for different types of assessments. The portfolio style is something I have first hand experience with and found it to be a very valuable experience. As the article highlights, authentic assessment incorporates many different skills, such as time management, planning, communication, etc; all vital to success in school and life. This type of assessment is about more than just memorizing facts and regurgitating them on a test. This portfolio style assessment seems worthwhile, now the hurdle to jump is incorporating it into school systems.
Overall Reaction to Your Research
What I've learned from my research is this: making an assessment system that is valid, reliable, objective, and allows students to exhibit creativity is not easy. Although the perfect solution may not be evident yet, it seems clear that the excess of standardized testing is not working for anyone. What I was interested in researching was a better system for assessing students, one that was not so black and white; but what I'm beginning to realize is that this is extremely difficult. There are so many factors that contribute to a student's academic performance, such as economic status and race. If we as a country want students to perform equally as well, then we have to level the playing field. Overall, students in poverty will not perform as well as students who are middle-class, plain and simple. So, maybe we should focus less on testing and more on economic and social equality. Once that type of equality is achieved, students have a fair chance to perform to the best of their abilities.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
It seems that it would be wise to focus less on the quantity of tests, and more on the quality. Perhaps authentic assessment could be used in tandem with testing. In terms of life experience, it is far more valuable to do a project you create and have an interest in. However this type of assessment does pose a problem, as it could be difficult to judge proficiency from one student to the next. Even so, it is worth experimenting with a new method of assessment, as it could ultimately improve the education system.
Author: Marcy Abong
Herman, J., & Linn, R. (2014). New Assessments, New Rigor. Educational Leadership, 71(6), 34–37.
This article examines the student assessments developed by Partnership for Assessment of Readiness for College and Career (PARCC) and the Smarter Balanced Assessment consortium and whether or not they are enabling students to meet Common Core standards. The level of rigor of these tests are also explored, with examples of questions and the depth of knowledge they require from students. The conclusion suggests that tests should focus on the big ideas of what students are expected to accomplish, with appropriate performance tasks.
This article read like an ad for standardized tests. It was more of a positive representation, or at least not a negative one, which is different from many of the other sources I've read. I initially disagreed with it. Then, once I thought it over, I can't say it's all bad. I support what it is being said about increasing higher order thinking skills in students, and increasing rigor. The aspect of that that I do not like is that the purpose of intensifying these tests is to compete with other countries. I believe there needs to be a reevaluation of the objective of these tests. Perhaps the goal should be to enrich students lives.
Twitter, A. K. F. (n.d.). Testing: How Much Is Too Much? Retrieved November 18, 2014, from http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much
This article uses research, and first hand accounts of students and teachers to illustrate the excessive amount of testing used in the United States, and how it is having a negative effect. The author cites No Child Left Behind as a major source of testing requirements. She also highlights the amount of time testing and subsequent retesting takes, as much as 40-50 percent in a Florida high school. Common Core is mentioned as a possible glimmer of hope, as it is designed to better align with instruction. Overall, the evidence presented clearly indicates that testing bears too much importance in the United States educational system today.
I agree with this article. I believe that too much time is spent on testing and preparation. The biggest problem I have being with the tests themselves. I am most concerned about the quality of the tests, because I do not believe standardized tests are an accurate representation of a student's knowledge and abilities. The idea that a score can determine someone's worth is completely ludicrous. That is why other types of assessments need to be implemented, ones that can showcase creativity, and individuality; because we are not all the same.
Black, P. (2005, June). Formative assessment: views through different lenses. Curriculum Journal, pp. 133–135.
This editorial by Paul Black examines seven different articles about formative assessment, with a main focus on the UK. It is an exploration into the many different areas formative assessment impacts, from teachers, to classrooms, to the school as a whole. It highlights the need for a teacher's strong knowledge base and cooperation among school officials in order to successfully implement formative assessment. The final message being that there are a myriad of factors that influence a school system's ability to carry out reforms, such as this type of assessment, and there is no one path to improvement.
The main idea I took away from this editorial was that it is not easy to change school systems. I can relate this to my topic of other types of assessments by realizing that even if we as a country were to focus more on authentic assessment, it would not be an easy transition because schools are so different from county to county. What works well for one school may not work for another school. The take home message is that making an assessment system that is optimal for all schools, teachers, and students, is not straightforward. However, alternate assessment does have promising qualities.
Vu, T. T., & Dall’Alba, G. (2013). Authentic Assessment for Student Learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778–791. doi:10.1080/00131857.2013.795110
This article stresses the need for authentic assessment according to Martin Heidegger's concepts of authenticity; an ontological dimension of education. A main focus of the article is to reexamine assessment through a metaphysical lens. Heidegger's concepts of being-in-the-world as well as inauthenticity and authenticity are discussed at length, and are consequently intertwined in the section entitled “Becoming Authentic.” Finally, a new authentic assessment is outlined incorporating Heidegger's concepts, with a focus on becoming more fully human. The point of this article is to highlight the need for exploration and evaluation of authentic assessment, as it can enhance student learning and contribute to overall human development.
I have never read anything quite like this article before. It was less about data and analysis, and more about application of philosophical concepts, which is fascinating. When thinking about standards and testing, my mind immediately went to this type of questioning. I wanted to look at how students were learning, and being evaluated and how valuable it is to their lives. It seems to me that too much emphasis is being placed on standardized testing, without much consideration as to what those tests are actually measuring. That is why I find authentic assessment to be so meaningful, because it places more importance on individual student growth. While it would not be wise to do away with traditional testing altogether, I believe authentic assessment should be incorporated into school systems more and more. It not only gives students a chance to connect with the work they are doing, but also gives a deeper meaning to education.
(2012, November 28). FOR eight years Chatham High School has been holding. Manning River Times. p. 12.
This article about Chathan High School gives an example of authentic assessment in action. Grade 10 students are required to compile a portfolio of three works from that year, and present them to a panel. This gives students a chance to showcase their work, and also to practice presentation and interview skills. It is a way to give meaning to their work. Although it seemed daunting at first, the student response was mainly positive, and they found it helpful. This article exemplifies the benefits of authentic assessment.
I found this article helpful in building my argument for different types of assessments. The portfolio style is something I have first hand experience with and found it to be a very valuable experience. As the article highlights, authentic assessment incorporates many different skills, such as time management, planning, communication, etc; all vital to success in school and life. This type of assessment is about more than just memorizing facts and regurgitating them on a test. This portfolio style assessment seems worthwhile, now the hurdle to jump is incorporating it into school systems.
Overall Reaction to Your Research
What I've learned from my research is this: making an assessment system that is valid, reliable, objective, and allows students to exhibit creativity is not easy. Although the perfect solution may not be evident yet, it seems clear that the excess of standardized testing is not working for anyone. What I was interested in researching was a better system for assessing students, one that was not so black and white; but what I'm beginning to realize is that this is extremely difficult. There are so many factors that contribute to a student's academic performance, such as economic status and race. If we as a country want students to perform equally as well, then we have to level the playing field. Overall, students in poverty will not perform as well as students who are middle-class, plain and simple. So, maybe we should focus less on testing and more on economic and social equality. Once that type of equality is achieved, students have a fair chance to perform to the best of their abilities.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
It seems that it would be wise to focus less on the quantity of tests, and more on the quality. Perhaps authentic assessment could be used in tandem with testing. In terms of life experience, it is far more valuable to do a project you create and have an interest in. However this type of assessment does pose a problem, as it could be difficult to judge proficiency from one student to the next. Even so, it is worth experimenting with a new method of assessment, as it could ultimately improve the education system.